5 small class art activity lesson plans
Art is a social phenomenon and a social ideology in the superstructure. It actively understands the world in its own unique way. Below is a small class art activity lesson plan I compiled for you. I hope you like it!
Small class art activity lesson plan (selected part 1)
Activity goals
1. Feel the rhythm and beauty of children's songs, and know how to do your own things.
2. Able to use body movements to express children's songs and express them boldly.
3. Understand the content of children’s songs and try to recite them boldly.
Activity preparation
Pictures of toy hands washing face, gargling, dressing, nursery rhymes, audio slides, etc.
Activity focus
Learn to be quiet Listen to children's songs and understand their content.
Activity Difficulties
Be able to boldly perform children’s songs in front of peers and know how to do their own thing.
Activity process
1. Use finger games to understand the function of small hands
1. Teachers and children play games together, "Listen to me, follow me." Stimulate young children's interest in opponents and get to know little hands.
(1) The children just played a game with their little hands. Now please count how many hands you have? Compare whether your two hands are the same size? (Know that the two hands put together are the same. It's a pair of hands.)
(2) Stretch out our hands and count how many fingers there are in one ***? (Start from the thumb, proceed in order, and count with the hands and mouth in unison. Count on another hand. )
2. According to the prompts of the toy hands and pictures shown, ask the children to talk about, do things like dressing, and buttoning __.
Teacher: What can our little hands do?
2. Listen quietly and feel the rhythm of children’s songs
1. Play the audio and ask the children to listen quietly to the children’s songs. .
Teacher: Did you hear what little hands can do?
2. The teacher recited the children's songs based on the pictures, so that the children can perceive the rhyming characteristics of the children's songs.
3. Teachers use slides to recite with emotion, so that children can understand the content of children's songs.
The teacher plays the slides and asks children to learn the content of children's songs according to the picture prompts.
4. Teachers and children perform children's songs, encourage children to use body movements to perform boldly in front of their peers, and recite children's songs
Play children's songs, and teachers and children stretch out their hands together to perform children's songs .
Summary: We have grown up now, and we are the best babies to do our own things. Small class art activity lesson plan (selected part 2)
Activity goals:
1. Try to use the method of dyeing paper to make small silk scarves, and like the dyeing paper activity.
2. Experience the beauty of color changes in dyed paper works.
Activity preparation:
1. Use different materials (napkins, raw paper, raw rice paper, cloth) to make several examples of silk scarves;
2. Please Parents help collect some silk scarves and bring them to the kindergarten;
3. Several plates of red, yellow, blue, green and other paints, a square rice paper for each person, and several rags.
Activity process:
1. Hold a silk scarf exhibition and guide children to visit and observe.
(1) Teacher: Please take a look, what are these? Are they beautiful? Do you like it?
(2) Teacher: Which scarf is your favorite? What's on it? What colors are there? Are these beautiful patterns on the scarves painted? Do you know how it is made?
(3) Teacher: Let’s make a small silk scarf out of paper and give it to mother, shall we?
(To stimulate children's interest in activities and the desire to make a beautiful silk scarf for their mother.)
2. The teacher demonstrates the method of dyeing paper and guides children to pay attention to observation.
(1) Teacher: The teacher will tell you how to make beautiful little scarves.
(2) Take out a square piece of rice paper and fold it three times diagonally or diagonally three times.
(3) After folding, hold one side of the paper and use the folded corner to lightly dip it in paint. Pick it up, then change another corner and dip it in another color until each The corners are dipped in color.
(4) Open it gently and let it dry.
(I explained and demonstrated at the same time, and the children watched with wide eyes. When I opened the paper, the children exclaimed and couldn't wait to operate with their own hands.)
3. Children dye paper with teacher guidance.
(1) There are many ways to fold paper. It is not necessary to fold according to the teacher's method. Encourage children to come up with different folding methods.
(2) Encourage children to choose different colors for making.
(3) Remind children to be careful not to break the paper when opening it. Can help children with individual abilities.
(Most of the children used the two folding methods taught by the teacher. Only three children folded the sides twice first and then diagonally. When dipping in paint, some children had heavy hands and the paint soaked the surface. It is relatively large, with overlapping colors, and some of the children's papers are torn)
4. Appreciate the works and experience the beauty of dyed paper works.
(1) Ask the children to tell each other how they made origami, what colors they used, etc., and guide the children to experience the surprises brought by the color changes.
(2) Display the works of the whole class of children together, guide the children to appreciate them, and talk about which works they like best and why they like them.
(Every child lists his own works among his favorite works and cherishes the fruits of his labor.)
5. Extension of the activity: put the small silk made by himself Take the scarf home to your mother and say a blessing. Small class art activity lesson plan (selected part 3)
Activity goals:
1. Get to know noodles and what they look like.
2. Able to tear noodles with two hands in coordination, and use imagination and bold innovation to place the torn noodles on the plate.
3. Be willing to participate in paper tearing activities and experience the joy of celebrating birthdays for small animals.
Activity focus:
Exercise children’s coordination ability of hands and be willing to participate in activities.
Activity difficulty:
Coordinate your hands to tear the noodles (when tearing the paper, hold the paper tightly with the thumb and index finger of your little hand, tear it, move it, repeat until it is completed) . )
Activity preparation:
1. Material preparation: a bowl of colored noodles, colored paper, plate
2. Experience preparation: getting to know noodles and knowing how long they are. What does it look like to be able to sing "Clap Song"
Activity process:
1. Introduction of situations to stimulate children's interest.
Introduction: Hello children, today, Kitty Beibei called the teacher. She said that today is her birthday, but her mother is not at home. She really wants to live a long life. noodle. She heard that the teachers in our kindergarten make longevity noodles, and she wanted me to help her celebrate her birthday by making longevity noodles. But, the teacher wants to make longevity noodles as a birthday gift for the kitten with the children.
Transition language: Is there any child who is willing to learn to make longevity noodles for kittens with the teacher?
2. Guide children to observe and tell the characteristics of noodles.
Question: Children all want to make longevity noodles for kittens, so what do the noodles you have eaten look like?
Transition language: Oh! Children say noodles are long, thin, and white, but have you ever seen colorful noodles?
Question: Look, what does the noodle in the teacher’s hand look like?
Summary: Oh, it turns out that colorful noodles are also long and thin. The difference is that the noodles in the teacher’s hands are colorful.
Transition language: The children are very smart. They not only know noodles but also know what noodles look like. Colored noodles are very beautiful. Do you want to make colored noodles for kittens?
3. The teacher provides materials and the children tear the noodles independently.
1. The teacher provides operational requirements and demonstrates.
Instruction: Teacher, today I have prepared colored paper and beautiful small plates for you. After a while, the teacher will ask the obedient baby to be a little chef and use these colored papers to tear noodles. The kitten makes longevity noodles.
Now, children, please sit down and open your little eyes to look at the teacher's hands. The teacher will now teach you how to tear the noodles.
Operation requirements:
Teacher demonstration: Stretch out your little hands, hold the paper tightly with your thumb and index finger, tear it up, and move it slowly. Tear slowly, thinly and long, do not tear it into pieces, so that the noodles will be delicious.
Question: The teacher would like to ask the children, where should I put the torn noodles now?
Question: Some children said to put it in their mouth, are they right?
Summary: Well, the noodles are a birthday gift for the kitten, and we can’t eat them. Children are very smart. When they see the teacher has a beautiful plate, they want to put the noodles on the plate.
(Children, have you learned to tear noodles? Oh, some children say they can, but some children say they can’t. Now the teacher will demonstrate again. This time, children should keep their eyes open. Look carefully, you will have to tear the noodles yourself soon!)
Transition: Well, the children have learned to tear the noodles, so let’s start preparing the birthday gift for the kitten - longevity. noodle.
2. Children can experience tearing noodles independently.
Instruction: Now please sit down, children. The teacher begins to distribute colored paper and small plates to the obedient babies (the teacher’s small plates are very beautiful, children should take good care of them). The children are not allowed to tear the noodles until the teacher tells them to start tearing them. They must be obedient and wait until other children have gotten the things to make noodles together.
Say the request again (hold the paper tightly with the thumb and index finger of the little hand, tear it, and move it)
Question: When the children tear the noodles, can they still compete with each other? What do the noodles say?
Summary: Oh, you can read children’s songs. Now ask the children and the teacher to tear the noodles together while reciting children's songs.
Tear the noodles, tear the noodles, make the noodles long and long.
Intro: Look, we have all torn the noodles, but the teacher wants to add a small green vegetable to the noodles. What do the children want to add? Now, let the children use their imagination to add something to the kitten’s longevity noodles.
Transition language: The kids are awesome! We have all made longevity noodles, they are colorful and delicious! Let’s see how the children make these fragrant and beautiful noodles.
3. Teachers guide children to share operation results and experiences.
Question: Which children would like to tell you how to make their own noodles?
Summary: Oh! The children are awesome. They all made longevity noodles for the kitten. They all know that when tearing the noodles, they should hold the paper tightly with their thumbs and index fingers, tear it apart, and move it around. In this way, you can tear out thin, long and delicious noodles.
4. Teachers guide children to experience the joy of celebrating birthdays for small animals.
Transition language: The little chef’s hands are so skillful, he can tear out such beautiful noodles. There are long and thin ones, as well as poached eggs and sausages that the children can add using their imagination. It smells really good. The kitten must be hungry. Children, let’s give the noodles to the kitten.
Introduction: Now ask three children to help the teacher act out the kitten’s home. Which child would like that?
The other children lined up with noodles, and one by one, they went to Mao Mao’s house with their teacher to celebrate her birthday.
Question: It’s Kitty Beibei’s birthday. Should we sing a birthday song to her and say some words of blessing?
Transition language: Did the children have fun today? Let's listen to music and dance together!
5. End the game
Listen to the music "Clap Song" and dance. Small class art activity lesson plan (selected part 4)
Activity goals
1. Be familiar with the melody and rhythm of music, and understand the musical form structure of ABA three-part body.
2. Try to use your own body movements to compose and coordinate with the music to express the musical images of the bunny and the wolf, and experience the fun of music appreciation activities.
Focus on perceiving the characteristics of two melodies with different nature and distinct rhythm in musical works, and understand the musical form structure of ABA three-part body.
Difficulty: Try to follow the strong and weak beats of the music, "freely explore and express in time" the musical images of the little bunny hopping (joyful, jumping) and the big bad wolf walking (slow, low).
Activity preparation
1. Experience preparation: Children have explored various bouncing movements of "popping candies"; children have no experience in music appreciation activities before.
2. Material preparation: "Little Rabbit and Wolf" MP3 music; "Little Rabbit and Wolf" PPT courseware; children's seats are arranged in a semicircle.
Activity process
1. Appreciate the music completely and perceive two different fast and slow rhythms in the music.
1. Enjoy music without theme: Today, the teacher brought a very interesting and fun piece of music. Let’s enjoy it together! Please close your eyes, listen carefully, and think about it carefully. What is so special about this piece of music? What place is fun? Please introduce me to everyone later, okay?
2. Theme appreciation music: This piece of music tells a musical story about "The Little Rabbit and the Wolf". Please prick up your little ears and listen. What is the little rabbit doing in the music? What is the big bad wolf in music doing?
(Session description: Through the form of non-theme appreciation and theme appreciation of music, children can perceive and understand the characteristics of two melodies with different nature and distinctive rhythm in musical works, so as to combine the two different melodies with the bunny hop , corresponding to the musical image of the big bad wolf walking.)
2. Listen to the music in sections, compose and coordinate with the music to express the bunny jumping and the wolf walking.
1. Explore along with the music and express the jumping movements of the "little rabbit" in time.
Teacher: Now, please follow the first piece of "Bunny Jump" music and play the role of jumping, lively and cute little rabbits. Please note that the bunny’s jumping movements must follow the melody and rhythm of the music. The speed cannot be fast or slow!
2. Use music to explore and coordinate to express the ferocious walking movements of the "Big Bad Wolf".
Teacher: The second piece of music tells the musical story of "The Big Bad Wolf Walks".
Now, please listen to the music and pretend to be the big bad wolf walking fiercely, okay? Please note that when the big bad wolf walks, it cannot be fast or slow. It must follow the melody and rhythm of the music. Do you understand? Get ready, let's start the show together!
(Description of the session: In this session, when imitating and performing the walking of the big bad wolf, the teacher encourages the children to boldly show the ferocious appearance of the "big bad wolf" and requires the children to "integrate" their movements and eyes. "Performance", try to show the musical image of the "big bad wolf".)
3. Observe the general music map and understand the musical form structure of the ABA three-part body.
Teacher: Can you understand this general music map?
(The teacher shows the general map of the song)
Teacher: This is a general music map. Can you understand this music map? If you understand, could you please introduce it? If you don’t understand something, please point it out and let’s study it together, okay?
Teacher: This music chart tells us that this piece of music "Little Rabbit and Wolf" has three sections. The first section is about the mother rabbit taking the baby rabbits to the grass. The second paragraph is about the big bad wolf trying to catch the little rabbit, but he can't find the little rabbit. The third paragraph is still about the little rabbit and the mother rabbit continuing to play on the grass. story.
(Link description: In this link, the teacher uses the form of "simple map" to help small class children perceive and understand the phrase structure of ABA.)
4. Teacher-child cooperative games, Play "bunny hops, wolf walks" with different roles.
Teacher: Now, let’s play this “Rabbit and Wolf” music game together! In the first piece of music, I will play the role of the mother rabbit, and you will play the role of the little rabbit. The mother takes the baby to play on the grass; in the second piece of music, ask Teacher The grass turns into big white stones, and you cannot move at all, so that the big bad wolf can't find the little rabbit; in the third piece of music, the mother rabbit and the baby rabbit continue to play on the grass!
(Description of the session: In this session, the teacher and the co-teacher play the roles of "Mother Rabbit and Big Bad Wolf" respectively to help children perceive and understand the game rules and rules of "Music Game - Little Rabbit and Wolf" Game play to enhance children's interest in music activities.)
The activity extension attempts to use two small instruments, "small bells and frog croakers", to perform percussion activities to help children further perceive and master the music. Fast and slow rhythm. Small class art activity lesson plan (selected part 5)
Activity goals:
1. Be able to express the swimming movements of fish freely with the music and feel the pause of the music.
2. Have a preliminary sense of role and be willing to abide by the rules of the game.
Activity preparation:
1. Experience preparation: Guide children in advance to observe the swimming movements of fish and understand the meaning of fishing.
2. Material preparation: music "Catching Small Fishes". player.
Activity process:
(1) Introduce the game of small fish swimming to stimulate children's desire to play.
Teacher: Children, how do small fishes swim? Who will perform the little fish swim? Let’s learn to swim as a small fish together.
(2) Introduce how to play the game.
How to play: Ask two children to raise their hands and touch them together to make a "net fish". The other children play the role of "little fish" and swim rhythmically to the music. One by one, they move from the net with broken steps. Drill down. When the word "catch quickly" is sung, the fishing net is quickly put down and "fishing" begins, and the "small fish" are put into the net. When the children who were caught come to the end of the queue, the game continues. When the music changes repeatedly, the two "small fish" caught at the end exchange roles with the "fishing nets" and the game starts again.
(3) Put forward game requirements.
(4) Children’s games, teacher guidance.
1. Guide children to learn the swimming movements of "fish" along with music, so that children can enjoy the joy of moving freely with music.
2. Guide children to fully experience the song and feel the pause before the music ends.
3. Encourage children to create various movements that express the movement of fish, and let them play games along with the music.
4. At the beginning, the teacher can be the fisherman. After the children are familiar with the gameplay, they can exchange roles with the children.
(5) After the teacher gives a brief evaluation, the children finish the activity by freely doing fish swimming movements.